a Univcrttty? 






not to *tttor» <iy 

.•ch msr, hit r^ 


rrtt$. on. 

thtie tal£» I am xeiC' ■. 

e •onjc conception of 
■radth and depU» of New > 
.;ver«Uy'» hvimajv Mfvi$» 


do not believe 


Khooi. 

T h*v« tometiinet {eltopprcMcd 


Cbtncellor. 
Nw York Univcrtity. 


uorty. 




fVe/come to 
the Adveriiting Men 


r»*I^WS»n*H. 


R. ; 5, • Ho^^ker'i 'riUite "Mi 


IkTE'v*-' YORK L'NrVEKSrTV 


ceUor 






University. 

totograph 
Teletrraph 


if«, the very 'fJ»t if 
exempt fronp bcr jio«.tr 

fhetenchinf of !»w. repaj^o v . 
thi» lifht. tt initfd •r. ewjl-cd 


cition. 



CfaapcelU- ^ 

rk Univertitjr— and ail at a .ww^r-. 

,^tio« «f th* coit of tending , g»; _u j» ». y^ " >»■ 
-, .f .V,.-,, . .^ngla poatcard aTSSik »••• i-Ttk*' 

•h* Maaooa C/trislmas 

' ufacturvr to r^ 

gh'^tba col'l V 

«?ap«rt aiidWjESE ^ 

-.atiooabogf I of ,0. 

. 1 can b«- I ■ ^,^1. r 



Informal Talks 



By 

Chancellor 
New York University 



Reprints of a series of thirty half- 
column advertising talks which origi- 
nally appeared in the New York 
Times, Herald, and Tribune between 
the latter part of November, 1921, 
and the end of January, 1922. 




New York University 

Endowment Fund Committee 

March 1, 1922 



1.-4&' 



6 
^1 



Copyright 1922 by 

New York University 

New York 



MAR 29 1922 

©CUG85288 



Purpose 

THE PURPOSE of these 
talks was to give our citi- 
zens the information which 
might enable them to under- 
stand and better appreciate the 
service which New York Uni- 
versity is rendering. The imme- 
diate occasion was the necessity 
of securing approximately $800,- 
000 for an imperative present 
need. It will be clear to all, 
however, that a larger purpose 
has been kept in view; namely, 
the full equipment and endow- 
ment of the University for the 
vastly greater service for which 
it must prepare within this 
generation. 

Since the completion of this 
series of Informal Talks, the 
General Education Board has 
subscribed $500,000 toward a 
total of $1,500,000, which is now 
the immediate objective of the 
University campaign. 



Foreword 

AN apologia is customarily 
XJl prefaced to a collected 
edition of any sort; one might 
seem particularly necessary in a 
collected edition of a series of 
advertisements. 

This republication needs no 
apology and little apologia. The 
reasons for it are ample and ob- 
vious. Ever since Chancellor 
Brown's informal talks began 
appearing in the newspapers, re- 
quests for individual numbers 
and for the whole series have 
been received practically every 
day. 

From many other indications 
it is evident that the advertise- 
ments have been read with un- 
usual attention and respect, and 
are considered in a somewhat 
different class from ordinary ad- 
vertising. 

So far as can be learned, this 
is the first time that the chief 
executive of a great university 
has sent his messages to so large 
an audience, or in such a direct, 
straight-from-the-shoulder way. 
Yet, novel as the advertising 
method was, it was clearly ap- 



propriate. Word-of-mouth com- 
munication is too slow and too 
limited to give the people of 
New York and the Nation the 
knowledge they should have of 
the complex and extensive work 
of New York University. Even 
pictures can convey little idea 
of its human service. 

In these talks Chancellor 
Brown has revealed, one by one, 
a few of the many ways in which 
New York University is making 
its influence felt in the lives of 
the public at large. Taken as a 
collected whole, the series gives 
a reasonably adequate view of the 
unseen but intensely vital and 
human forces that make the Uni- 
versity what it is today, although 
even this series has unavoidably 
left a number of important de- 
partments and services still un- 
represented. 

Not the least valuable revela- 
tion is that of the Chancellor's 
own vigorous and human per- 
sonality. As one who has been 
closely in touch with him 
throughout the campaign, I can 
testify to the energy and patience 
which he has devoted to the task 
of preparing the messages. Some 
of the talks were entirely his own 
in conception and execution; in 



others our faculty committee re- 
lieved him of part of the burden 
by gathering the material and 
roughing it into shape. In all 
cases, however, the voice that 
finally spoke was the authentic 
voice of Chancellor Brown. Now 
that it has been heard, I feel sure 
it has awakened many responses 
that have not yet reached our 
ears. 

GEORGE BURTON HOTCHKISS 

Head of the Department 
Advertising and Marketing 
New York University 



AND THIS IS 
INFORMAL TALK No. 1 



Why 
New York University ? 

MY friends remind me that I 
have now been with New 
York University for an even ten 
years, and suggest that I take 
this occasion to give to the read- 
ers of this paper a short series 
of talks about the University. 

They ask me to say why I came 
here in the first place, leaving a 
congenial and responsible posi- 
tion as Federal Commissioner of 
Education. 

Here are some of the reasons : 

The original purpose of the 
founders of this University ap- 
pealed to me, particularly as ex- 
pressed by Albert Gallatin, the 
first President of the University 
Council. That purpose was to 
promote a wider educational ser- 
vice, suited to the growing needs 
of a great center of American 
life. 

The location of the University 
was strategic. It was at the com- 
mercial metropolis of the nation, 
soon to be the commercial me- 
tropolis of the world. 



It had sustained a remarkably 
high standard of teaching. 

Its University College had, 
through all vicissitudes, been 
true to the ideal of an orderly 
and organized course of liberal 
education. It had not been led 
astray by the doctrine of un- 
limited election of studies. 

Yet it had not limited itself by 
tradition. It had made a repu- 
tation for initiative. It welcomed 
new ventures freely, while hold- 
ing fast to historic educational 
principles. 

Its newer professional schools, 
particularly in Commerce and in 
Pedagogy, opened an unlimited 
vista of educational advance. 

I was keenly interested in its 
Hall of Fame, which promised to 
become an inspiration to the 
youth of all schools and colleges 
in the land, stabilizing the Amer- 
ican ideal of American character. 

Finally, the oppressive handi- 
cap under which, with all its 
greatness, the institution was 
then laboring, a handicap in the 
form, chiefly, of res angusta 
domi, had created such a situa- 
tion as would appeal to the 
imagination of any man who had 
a drop of sporting blood in his 
veins. 

[12] 



TALK No. 2 

New York's Position 
in Higher Education 

HOW do New York's facili- 
ties for higher education 
compare with those of other 
great cities? The following com- 
parison is a fair estimate, based 
on the latest available statistics 
for three leading cities and their 
suburbs : 

Endowed 

Universities Enroll- Productive 

and Colleges ment Endowment 

New York *8 47,000 $43,000,000 

(Pop. 6,000,000) 

Chicago 6 24,000 $40,000,000 

(Pop. 3,000,000) 

Boston ......... 9 27,000 $70,000,000 

(Pop. 1,000,000) 

*(New York has also two institutions 
of higher education maintained by the 
City, with a total enrollment of about 
25,000.) 

To bring New York's facilities 
to a level with those of Boston, 
her universities and colleges 
would need a capacity of over 
150,000 students and an endow- 
ment of over $400,000,000. 

To equal the average of Chi- 
cago and Boston, they would 
need to be at least 50 per cent 
greater than they are at present. 

Can the City of New York af- 
[13] 



ford to lag behind other cities in 
its support of higher education? 
History shows a close parallel 
between educational leadership 
and material and spiritual lead- 
ership. 

Efficiency in the utilization of 
funds and equipment may do 
much. It cannot altogether off- 
set the great disparity in ma- 
terial resources. 

New York City holds a posi- 
tion of responsible leadership in 
world affairs. This position can 
most surely be maintained and 
strengthened by adequate sup- 
port of New York's great col- 
leges and universities. 



[14] 



TALK No. 3 

What Is 
New York University ? 

THE purpose of this series of 
talks is to make New York 
University better known among 
the readers of this paper. 

Measured in terms of human 
service, it is among the greater 
educational institutions of the 
western world. Last year only 
five other universities in the 
United States reported a larger 
enrollment. The fact that it is 
not better known by the citizens 
of this City and the Nation, is 
due to three main reasons: 

1. It is comparatively young. 
It is only now completing the 
ninetieth year of its history, and 
its remarkable growth has been 
almost wholly of the twentieth 
century. 

2. It is obscured by the big- 
ness of the city. Even an en- 
rollment of 13,000 is almost lost 
in a city of 6,000,000 souls. More- 
over, these 13,000 students are 
not concentrated in one place, 
but with a view to the greatest 
usefulness are scattered in four 
different university centers. 

3. It is easily confused with 
neighboring institutions of simi- 
lar name. Columbia University in 
the City of New York, founded 

[15] 



as Kings College in 1754; the 
College of the City of New York, 
established by the Board of Edu- 
cation in 1848 and supported by 
the municipality; the University 
of the State of New York, an 
administrative body with head- 
quarters at Albany — all of these 
are occasionally mistaken for 
New York University. 

New York University was 
founded in 1831 as a privately 
endowed institution for the pur- 
pose of giving more liberal and 
useful training than was afforded 
by the classical colleges of that 
period. 

In the years following the Civil 
War, administrative and finan- 
cial difficulties hampered its 
growth, and it did not begin to 
share in the general educational 
advance until the administration 
of Chancellor Henry M. Mac- 
Cracken, beginning about 1890. 

But today, with so many of its 
graduates serving as teachers 
and officers of administration in 
schools and colleges, so many 
ministering to the health of the 
community, so many occupying 
high positions on the bench or in 
the government, so many direct- 
ing the work of great financial, 
industrial, and commercial enter- 
prises, its light cannot be hid. 

[16] 



TALK No. 4 

How Do You Judge 
a University? 

BY what standards do you 
measure the greatness of a 
University : 

By its buildings ? At four New 
York University centers, strate- 
gically located throughout the 
city, you will find notable build- 
ings — some of them most impres- 
sive and beautiful — devoted to 
educational purposes. 

But New York University is 
not an institution abounding in 
wealth, and it is less adequately 
housed today than many another 
great university. It cannot fairly 
be judged by its buildings. 

By athletic records? New York 
University teams have played 
their part in football, baseball, 
basketball, and other sports. In 
some instances they have won 
highest amateur honors, and in 
general they command the re- 
spect of worthy antagonists. 

But a large proportion of New 
York University's 13,000 stu- 
dents are in the professional 
schools and their studies or other 
duties prevent extensive partici- 

[17] 



pation in intercollegiate sports. 
Athletics at New York Univer- 
sity are an imperfect index of its 
scholastic work. 

By its faculty and graduates? 
Yes, emphatically. The roll of 
New York University contains 
famous names : the names of men 
in high governmental and judi- 
cial positions; great physicians 
and surgeons; artists and auth- 
ors; teachers and engineers; 
clergymen and scholars; execu- 
tives of banks, industries, and 
commercial houses. We are glad 
to be judged by our men. 

But New York University is 
comparatively young. More than 
half its graduates have been out 
less than fifteen years. Their 
achievements — great though they 
are — give only a promise of the 
greater achievements to come. 

We must go still further. It 
is not by buildings nor by ath- 
letics, neither is it by the rec- 
ords of individual men alone, that 
a university should be judged, 
but by the extent and value of 
the human service which it ren- 
ders on the higher levels of effi- 
ciency and distinction. And such 
human service is something that 
can be measured only by those 
who have intimate knowledge of 
[18] 



all the work the university car- 
ries on. 

In these talks I am seeking to 
give some conception of the 
breadth and depth of New York 
University's human service. 



[19] 



TALK No. 5 

The Worth of a Training 
in Liberal Arts 

LAST Spring Mr. Edison asked 
^ a few questions of some 
college graduates who applied to 
him for positions. Among them 
were these: 

Where is Tallahasse? 

What city in the United 
States leads in making laun- 
dry machines? 

What kind of wood is used 
in the making of kerosene 
oil barrels? 

Few graduates could answer 
even a large percentage of Mr. 
Edison's questions. Some peo- 
ple thought this proved that the 
colleges had been wasting their 
time. 

Mr. Edison's questions were 
unquestionably stimulating. 
Some kinds of ignorance estab- 
lish a presumption of unfitness. 
But one could scarcely wish to 
make the mind a substitute for 
the encyclopedia. 

A student must learn facts; 

he must learn to reason from 

those facts with thoroughness 

and with a sense of intellectual 

[20] 



responsibility; but the greatest 
contribution of the years of 
study in liberal arts is to the 
student's sense of values. 

We may forget the formulae 
of chemistry, but we can never 
forget the significance of the 
chemical organization of matter, 
or think as we should think if we 
had not known it. 

We may forget the dates and 
names of history, but we can 
never lose entirely the gift of 
proportion and perspective which 
its outlooks bring. 

The aim of our college train- 
ing in New York University is 
to formulate and to interpret the 
ideals of human life in the light 
of history and science ; to culti- 
vate in our students an enlight- 
ened and disciplined imagina- 
tion. 

To do this successfully is to 
prepare men for genuine leader- 
ship. 



[21] 



TALK No. 6 

The Photograph 
and the Telegraph 

EIGHTY years ago the first 
photograph of the human 
face was made by Professor John 
W. Draper on the top of the old 
New York University building 
on Washington Square. 

About the same time Professor 
Samuel F. B. Morse perfected 
his recording telegraph and from 
a room in the same building sent 
the first telegram : 

"Attention! The Universe: 
By Kingdoms Right Wheel!" 

Like most other scientific dis- 
coveries these successes were the 
result of months of painstaking 
research. The thoroughness of 
Draper's work is attested by 
manufacturers of the present day. 
Mr. George Eastman, I am told, 
has declared that what we know 
today about sensitized photo- 
graphic paper was known to 
Draper when this first picture 
was taken. 

Research at New York Uni- 
versity is still hampered, as in 
the days of Draper and Morse, 
[22] 



by inadequate equipment. In one 
field these limitations will be re- 
lieved when the new $600,000 
Engineering Research building 
at University Heights is com- 
pleted. 

I have watched with keen in- 
terest the construction and 
equipment of this building, and 
I can now visualize some of the 
contributions it will make to hu- 
man health and comfort and 
efficiency; economies in the pro- 
duction and measurement of heat 
and in the use of heat consuming 
devices ; the greater development 
of the internal combustion motor ; 
and specific improvements in the 
field of electrical engineering. 

Two hundred and twenty of 
our country's leading manufac- 
turers have helped to equip this 
new research building. Their 
generous action is a testimony to 
the dependence of modern indus- 
try on scientific research. 

Let me take this occasion to 
assure them that we shall try to 
justify their faith. Through this 
new equipment, may worthy suc- 
cessors to Draper and Morse give 
to the world new discoveries 
comparable with theirs. 



[23] 



TALK No. 7 

The Waiting Line 

ONE evening recently I was 
late in leaving my office in 
the University Building at Wash- 
ington Square. It was nearly six 
o'clock and rather dark. As I 
came out on the Waverly Place 
side I found a line of young men 
and women that extended along 
the sidewalk for more than half 
a block. 

Now the line halted; now it 
moved toward the entrance, 
where three express elevators 
were busy carrying the students 
to the lecture rooms above. The 
line seemed never to diminish, 
for new figures hurrying down 
the street added themselves to 
its end. 

The sight was not new to me. 
But on this particular evening I 
could not help thinking that this 
was one of the most interesting 
and amazing scenes in our great 
city. For here were literally 
thousands of ambitious young 
men and women of New York, 
tired after their day's work, fore- 
going the various pleasures of 
the evening, all patiently waiting 
[24] 



to begin their evening's instruc- 
tion in the classrooms of the 
University. 

A line like this before a theatre 
at which a popular play was pre- 
sented would not have been sur- 
prising. But the fact that this 
line forms every night at the 
doors of an institution of learn- 
ing is worthy of notice. 

In that line, I knew, were col- 
lege graduates who were carry- 
ing forward their education in 
the scientific and professional 
fields; graduates of our New 
York City high schools seeking 
a training for business and the 
industries. In that line were 
some of the most ambitious 
young people in New York — 
young men and women who were 
willing and eager to give their 
evenings in order to secure a bet- 
ter education. 

I am not ashamed to admit 
that I uncovered my head in the 
presence of this procession. Here 
was indomitable courage pos- 
sessed by members of New 
York's younger generation who 
refuse to be turned aside from 
their pursuit of an education. 

Their courage gave me new 
courage. I am going to do my 
best to help them. 

[25] 



TALK No. 8 

Pine Log 
Universities 

JAMES A. GARFIELD'S defi- 
nition of a university as a log 
in the woods with Mark Hopkins 
at one end and a student at the 
other, was a generous tribute to 
a great teacher. It was also true 
— but only a partial truth. 

You can make ammonia by 
rubbing dry quicklime and am- 
monia chloride together by hand 
in a mortar, but industry can 
hardly be supplied, in that way 
with the millions of cubic feet of 
ammonia it needs every year. No 
more can modern commerce, in- 
dustry, medicine, and law be ade- 
quately supplied with executives, 
accountants, salesmen, physi- 
cians, lawyers, by giving teach- 
ers — however near the Mark 
Hopkins standard — an equip- 
ment of bare logs. 

During the ten years in which 
I have acted as chief executive 
of a force of more than 500 men 
and women who minister to the 
needs of some ten to fifteen 
thousand students, the problem 
they have most frequently 
[26] 



brought to me is that of provid- 
ing sufficient facilities to make 
their work efficient. 

If I were head of a manufac- 
turing establishment the solution 
would be relatively simple. I 
should promptly scrap equip- 
ment that was obsolete and in- 
adequate ; I should provide more 
floor space and new machinery 
when convinced that their use 
would yield dividends. 

But the product of a university 
is in the intangible form of 
human character and service. 
Its profits are paid to the whole 
community in a form that can- 
not be used to finance class- 
rooms and laboratories. 

Even now the University is 
paying dividends to the whole 
country. These dividends would 
be far larger if the community 
and country could realize, as 
keenly as a college president 
must realize, the fact that even 
a good teacher's effectiveness is 
impaired when he is compelled 
to work with pine log equip- 
ment. 



[27] 



TALK No. 9 

Assimilative 
Democracy 

THE capacity of our Univer- 
sity buildings and equipment 
is limited. Its increase does not 
keep pace with the increase of 
the demands upon it. We had 
room for less than half of those 
who sought admission to our 
Colleges at University Heights 
last September. 

Finding it impossible to admit 
all applicants, even those who 
satisfied in full our scholastic re- 
quirements, we determined to 
admit, first of all, those who give 
promise of leadership and whose 
education bids fair to be a public 
benefit. 

In this crisis of civilization, 
our democratic institutions must 
assimilate foreign material ; they 
must not permit themselves to 
be assimilated by an excess of 
foreign materials, with un- 
American ideals. 

Believing in this, we under- 
took, perhaps for the first time 
in American education, the se- 
lection of students for admission 
on the basis of psychological and 
[28] 



personal, as well as educational 
qualifications. We have also re- 
quired the applicants to satisfy 
the Committee of their loyalty to 
the ideals of our government. 

We have not excluded foreign 
students as such, nor students of 
any particular class. But we have 
sought to establish, preserve, and 
protect a college environment in 
which students of any social 
background can be sympatheti- 
cally assimilated to American 
ideals. 

With a scholarly faculty of 
strong purpose and a student 
body that will this year number 
nearly 1000, selected from double 
that number of applicants, the 
colleges at University Heights 
embody the cumulative success 
of an unusual educational experi- 
ment. 

With resident dormitory and 
fraternity life, these colleges, on 
a beautiful campus, in the shadow 
of the Hall of Fame, present and 
preserve the life of a country col- 
lege in this metropolitan environ- 
ment. 



[29] 



TALK No. 10 

What We Owe 

to the 
Medical Profession 

I WAS deeply impressed re- 
cently by an instance of un- 
selfish service on the part of a 
distinguished American surgeon. 
For some months past he has 
been giving regular treatments 
to a little girl who has need of 
his skill, and has accepted no re- 
muneration because her family is 
financially unable to pay it. His 
usual fees for these treatments 
would have amounted to hun- 
dreds — perhaps thousands — of 
dollars. 

Not the least beautiful part of 
his unselfishness is that it ex- 
emplifies so C9mpletely the pre- 
vailing humanitarianism of the 
medical profession. 

Practically every great Ameri- 
can physician and surgeon keeps 
the ideal of human service fore- 
most and treats scores of cases 
where his talents are needed, re- 
gardless of remuneration. Those 
who are true to the fine ethics of 
their profession consider the 
[30] 



health and welfare of their com- 
munity before their own inter- 
ests. 

Their acts of charity are rare- 
ly known to the public, not only 
because they are modest men 
who shrink from publicity, but 
also because they regard their 
unpaid practice as essential to 
the full discharge of their duty. 
But a doctor's wife could tell the 
tale. 

A medical education costs more 
than twice as much as the stu- 
dent pays in fees for instruction, 
and the difference in cost^ust 
be borne by some one else. Later 
the student repays the debt by 
his public service. 

I am proud of New York Uni- 
versity medical graduates. More 
than 5,000 of them are now to be 
found in New York and through- 
out the country and they include 
many of the leading members of 
the profession, both in skill and 
in devotion to the public welfare. 

The University and Bellevue 
Hospital Medical College is now 
training physicians and surgeons 
for the future. Upon the effi- 
ciency of their training depends, 
in no small degree, the health of 
our future generations of Ameri- 
cans. Does not our citizenship 

[31] 



owe a debt to these future gen- 
erations? Should it not bear its 
full share of the financial respon- 
sibility for educating the future 
members of the medical profes- 
sion? 

Already we are beginning to 
receive a generous answer to this 
question. 



[3?] 



TALK No. 11 

The Extent of a 
University's Influence 

I HAVE been trying to estimate 
the number of people who are 
reached by the educational work 
of New York University. It is an 
almost impossible task, for every- 
where I turn I find«evidence that 
the influence of our University, 
like that of other great univer- 
sities, penetrates to every nook 
and corner of the country. 

Take the matter of books alone. 
Many of our professors have 
spread abroad the principles they 
teach in the classroom, and in 
printed form their words have 
gone out to tens of thousands 
who are beyond the range of 
their voices. 

In one of our departments the 
professors and lecturers have 
published no fewer than twenty 
valuable books in the past five 
years. I am informed on good 
authority that the total circula- 
tion of these books has already 
gone beyond a quarter of a mil- 
lion copies. This is the produc- 
tion of one department only. 
This statement takes no account 
[33] 



of articles in newspapers and 
scientific journals. 

We do not judge the members 
of our Faculty chiefly by their 
ability to write books. Teaching 
comes first. We are glad, how- 
ever, that the knowledge our 
teachers possess is not confined 
within the walls of our institu- 
tion. We are glad that so many 
members of our Faculty have 
written treatlSes that are used in 
other universities and schools 
all over the country and have 
been found worthy of a place in 
the working library of the law- 
yer, the doctor, and the business 
man. 

New York University's con- 
ception of education is demo- 
cratic. All the knowledge and 
skill of our staff is for service to 
the public at large. The Univer- 
sity is but the trustee. Through 
every proper means we hope to 
make the fruits of these minds 
available to all who can use 
them beneficially. 



[34] 



TALK No. 12 

The Demand for 
University Men 

WHEN General Pershing 
sent from France for two 
hundred thousand trained engi- 
neers, he simply condensed into 
an instant demand, under the 
awful urgency of war, the call 
that is constantly going up here 
in time of peace. Not alone in 
engineering, but in agriculture, 
trade, manufacture, sanitation, 
government, and many other 
fields, the demand is constantly 
"Give us more trained men." 

In the Massachusetts Bay Col- 
ony only one person in 250 of 
the adult population was a col- 
lege graduate and this was re- 
garded as a very high ratio. In 
1920 the ratio in the United 
States, the whole country over, 
was about one in 60. I think we 
must eventually reach a condi- 
tion in which one in every ten 
will have had some educational 
training beyond that of the high 
school. 

Because of the wide scope of 
university training in this coun- 
[35] 



try, there is little danger that we 
shall ever have any serious over- 
supply of trained specialists, of 
what is sometimes called an 
''educated proletariat." If there is 
a temporary surplus of mechani- 
cal engineers, for example, the 
situation will soon correct itself 
by the turning of this surplus 
into medicine, sanitation, ac- 
counting, or other professions 
and occupations. Just at the 
present time, there is a manifest 
shortage of trained men and wo- 
men in medicine, teaching, and 
commerce. 

New York University is re- 
sponsive to the conditions of de- 
mand. Our evening classes are 
composed mainly of men who are 
employed during the day and 
who are pursuing their education 
with us for the concrete and 
demonstrable benefit it has in 
their careers. These man pay 
their tuition fees out of their own 
pockets. Their judgment of the 
amount and kind of training they 
require today will be reasonably 
sound. The demand from such 
sources has increased faster than 
we have been able to supply it. 
It has naturally influenced in 
some measure the instruction we 
give to those students who come 
[36] 



to us with no clearly defined 
ideas about their needs. 

And so long as this demand 
continues, I shall feel absolutely 
confident that there is a useful 
work waiting for every trained 
graduate of the University. 



[37 



TALK No. 13 

Great Teachers 

and Their Work 

IN HIS Reminiscences, pub- 
lished in his eightieth year, 
Dr. Lyman Abbott, who was 
graduated from New York Uni- 
versity in 1853, pays a tribute to 
the little college that he attended 
in Washington Square 

It had little college life, a nar- 
row curriculum, an unimportant 
library, no laboratory for the stu- 
dent, and there were not over 
200 young men in its enrollment. 
But it had great teachers, and he 
names with warm gratitude Pro- 
fessors E. A. Johnson in Latin, 
Elias Loomis in Mathematics, 
John D. Draper in Chemistry, 
C. S. Henry in Philosophy, and 
Dr. Howard Crosby in Greek. 

What Dr. Abbott writes of the 
personal debt of hjs intellectual 
and spiritual life to these men 
caused a great American educa- 
tor, statesman, and diplomat of 
the same generation to exclaim 
after reading the chapter, that he 
wished that his own college days 
had been spent in the same col- 
lege. 

[38] 



New York University has never 
possessed a material equipment 
adequate for the work it has un- 
dertaken, although that equip- 
ment, of course, is vastly greater 
now than in the days of which 
Dr. Abbott wrote. But whenever 
the University has had to decide 
between men and buildings, be- 
tween teachers and equipment, it 
has voted to place its strength in 
its Faculty. 

At New York University we 
believe that the contact with the 
strong, stimulating, and sympa- 
thetic personality of competent 
instructors is the most important 
factor in college life and should 
be available to every student 
from the beginning. Consequent- 
ly, it has been the policy of the 
University that teachers of the 
best equipment and of profes- 
sorial rank should render a por- 
tion of their services to fresh- 
men. 

It is in consequence, I believe, 
of this policy put in practice over 
a long period, that the graduate 
of the University speaks with ap- 
preciation, and often with affec- 
tionate gratitude of such men as 
these : 

Henry M. Baird, Morris Loeb, 
John J. Stevenson, and Francis 
[39] 



H. Stoddard, from the Colleges of 
Arts and Engineering ; Benjamin 
Butler, John Norton Pomeroy, 
Austin Abbott, and Clarence D. 
Ashley, from the School of Law ; 
and Edward G. Janeway, Egbert 
Le Fevre, Austin Flint, Valen- 
tine Mott, and Graham Lusk, 
from the School of Medicine. 

This does not begin to exhaust 
the list and no mention is here 
made of those who are still in 
active service. 

In these days of all others this 
succession of great teachers 
must not be allowed to fail. 



[40] 



TALK No. 14 

Co-operation 

With Industry 

ABOUT fifteen years ago the 
JljL University of Cincinnati, 
under the lead of Dean Herman 
Schneider, originated an inter- 
esting plan to co-ordinate the 
technical training of the Univer- 
sity with the practical work of 
industry. Under this plan stu- 
dents spend alternate periods in 
the college classroom and in the 
factory. 

While in the factory the stu- 
dent works as a regular work- 
man under every day shop con- 
ditions and under the same re- 
strictions as to hours and disci- 
pline as any one else. More than a 
thousand students of the Uni- 
versity of Cincinnati are now 
working on this basis in ap 
proximately 250 concerns. The 
University instruction and shop 
work are co-ordinated by a 
trained specialist. 

The system has been com- 
pletely successful. The manufac- 
turers who are co-operating en- 
dorse it heartily. It has opened 
for them a valuable source of 
[41] 



supply for their own technical 
and executive personnel. It has 
given them men with capacity 
for leadership, who are at the 
same time familiar with their 
special needs. 

The system has been equally 
valuable to the student. He gains 
while he is in college a healthy 
respect for the wisdom that is 
outside of the college; he learns 
how much backache there is in a 
$10 bill; he becomes familiar 
with the working conditions 
which underlie the philosophy of 
management; last and most im- 
portant, he learns to know and 
live with and respect workmen. 

New York University, which 
values educational initiative, and 
has itself known the joy of 
pioneering in other directions, 
gladly acknowledges its indebt- 
edness in this field to the Univer- 
sity of Cincinnati. 

With some modifications, this 
system will be put into operation 
this summer at New York Uni- 
versity in connection with the 
course in Industrial Engineer- 
ing, under the direction of Pro- 
fessor Joseph W. Roe, now Presi- 
dent of the American Society of 
Industrial Engineers. It will be- 
come one more of the many ways 
[42] 



whereby the University is co- 
ordinating theoretical instruction 
with practical experience and is 
helping to bring about a closer 
co-operation and warmer sym- 
pathy between various groups 
that make up the productive 
forces of our civilization. 



[43] 



TALK No. 15 



€f)rigtmag 
(greeting 



THESE holydays are a time 
of good-will for men of every 
creed and race. 

It is the province of religion to 
engender the spirit of good-will. 
It is the province of statesman- 
ship to secure and stabilize the 
social conditions under which 
good-will may become widely 
operative. 

It is the province of science and 
education to clarify the aims and 
render effective the processes 
through which good-will is to af- 
fect the lives of men. 

In every occupation, private 
practice becomes public service 
whenever it is lighted up with a 
thought for the common good. 
Or why not say that private 
practice is public service, always 
and everywhere, unless it be 
vitiated by selfish aims, by dis- 
honest methods, or by sheer in- 
competence? 

The capable physician, the 
public-minded lawyer, the com- 
petent and honest accountant, 
[44] 



chemist, engineer, all are agents 
of good-will to the community. 
The good teacher is one of the 
foremost agents of good-will. 

At this Christmas time I v/ish 
to send an especial greeting, 
with all best wishes, to the mem- 
bers of the Council and faculties 
of New York University, to the 
great company of its students 
and alumni, and to those friends 
and supporters who have made 
possible the work it is now doing. 
I am personally grateful to you, 
beyond anything I can put into 
words, for the unstinted loyalty 
and co-operation which you have 
given me, as evidence of your 
devotion to your university. 

I am confident that good-will 
is more widely and actively 
abroad in this country and this 
community for the service which 
this institution, along with its 
sister institutions, is rendering 
throughout the year. 



[45] 



TALK No. 16 

Welcome to 
the Advertising Men 

NEW YORK UNIVERSITY 
is host today to members 
of the National Association of 
Teachers of Advertising, who 
are holding a sectional confer- 
ence in this city while a similar 
conference for Western members 
is held at the University of Wis- 
consin. I am glad to welcome the 
members of this Association. 

Since I have been writing these 
little talks I have gained a feel- 
ing of warmer sympathy with all 
advertising men and their work. 
I have learned something of the 
fascinations — as well as the dif- 
ficulties — of the profession. 

I think I understand better the 
economic value of this great bus- 
iness force, now that it has en- 
abled me to talk three times a 
week for the past five weeks to 
some 600,000friendsof New York 
University — and all at a fraction 
of the cost of sending each of 
them a single postcard. 

I can appreciate the reasons 
that impel any manufacturer to 
spread abroad through the col- 
[46] 



umns of our newspapers and mag- 
azines the information about his 
worthy products. I can believe, 
too, that this information is often 
of real service to the public in 
guiding them to wise decisions 
regarding their expenditures and 
investments. 

Many advertising men, I am 
told, were formerly teachers. 
The two professions seem to me 
to have a great deal in common. 
Advertising men have it in their 
power to educate millions of 
people not only in an intelligent 
use of commodities but in well- 
considered habits of thought and 
action. 

The force of advertising, like 
other powerful forces, is no 
doubt in some cases used wrong- 
fully as well as unwisely, but I 
have become convinced that the 
light of publicity is generally a 
safeguard for those who seek 
genuine service as well as for 
those who render it. 

I believe, also, that the teach- 
ers of advertising can make a 
valuable contribution to the edu- 
cation of our future business 
men by teaching them how to 
use the force of advertising in- 
telligently, effectively, and for 
the human benefit. 

[47] 



TALK No. 17 

Who Should Pay 
for Education ? 

A WELL-TO-DO Alumnus of 
. one of our Eastern univer- 
sities, who recently declined to 
contribute to the Endowment 
Fund of his Alma Mater, ex- 
pressed his reasons substantially 
as follows: 

"Why should I pay for edu- 
cating the children of other peo- 
ple? I am willing to pay for my 
own. If the college tuition fees 
are not high enough to cover 
the cost they should be raised, 
and I will gladly pay the extra 
expense. Every one who can af- 
ford to should be asked to do 
the same. Deserving students 
who cannot afford the entire cost 
can be taken care of by scholar- 
ships." 

The attitude of this man is for- 
tunately not that of the great 
majority of college graduates, 
but the solution he proposes for 
the financial problem of the uni- 
versities is receiving more or 
less discussion just now. 

Those who hold the view that 
parents should bear the entire re- 
sponsibility of educating future 
generations probably do not real- 
[48] 



ize that it is merely a reversion 
to an ancient view. Not so many 
years ago education in general — 
even that of the primary and 
secondary schools — was paid for 
by the parents. The condition 
changed only when the fact be- 
came recognized that lack of 
education handicapped not mere- 
ly the individual but the whole 
community. The responsibility 
for education was therefore 
brought home to the community. 

In democratic America we 
have managed to avoid the evil 
of separating students into a 
paying group and a charity 
group. Scholarships have been 
provided, but not of a kind to 
destroy the self-respect of those 
whom they partially maintain. In 
most instances they have been 
accompanied by an obligation, 
expressed or implied, upon the 
individual beneficiary to repay 
the tuition loan, either in pres- 
ent service or in cash payment 
after the student has graduated 
and entered active life. 

Personally, I should never con- 
sent to any division of New York 
University students into classes 
based upon the wealth of their 
parents. I should regard it as 
dangerously subversive of the 
[49] 



democratic character our student 
body has always manifested. 

Furthermore, I do not believe 
the community can escape a 
moral responsibility for securing 
the financial stability, the proper 
equipment, and the generous en- 
largement of the institutions in 
which the new generation of men 
is to find its educational oppor- 
tunity. 



[50] 



TALK No. 18 

The Majesty 
of the Law 

THE Institutes of Justinian, 
the legal code of the Ro- 
mans, named three precepts: 
honeste vivere (to live honor- 
ably) ; alterum non laedere (not 
to injure one's neighbor) ; suum 
quique tribuere (to give each 
man his due). Down to this 
very day all honorable lawyers 
have accepted these precepts as 
rules of life for the guidance of 
which they thank the early 
teachings of their law school. 

I have sometimes felt op- 
pressed with a sense of the re- 
sponsibility of our law teachers 
and have always had a profound 
respect for their calling. For 
what, after all, are they doing 
when they expound the law? 
What is law? 

Richard Hooker's tribute has 
come down through centuries; 
it is still inspiring: "Her seat," 
he says, "is the bosom of God ; 
all things in heaven and earth 
do her homage, the very least as 
feeling her care, and the greatest 
as not exempt from her power." 
[51] 



The teaching of law, regarded 
in this light, is indeed an exalted 
calling. 

New York University has 
sought diligently to maintain the 
traditions of this honorable pro- 
fession. It has kept the faith and 
is known by its works. It has 
furnished fundamental instruc- 
tion to many judges now on the 
bench — federal, state, and muni- 
cipal; it has trained in the law 
United States senators and gov- 
ernors of states. The Bar of this 
city counts many a man who by 
his personal example, influenced 
by the early precepts taught in 
New York University Law 
School, is elevating and main- 
taining the standards of his pro- 
fession. 

Today this Law School in- 
cludes in its Faculty men of high 
ideals and attainments, supple- 
mented by a corps of distin- 
guished practitioners as lecturers 
on special topics, and, what is 
equally important, of peculiar 
skill in teaching. More severe 
requirements both for entrance 
and for graduation have recently 
been put into effect, and give as- 
surance that the future work of 
this School will be even more ef- 
ficient than that of its honorable 
past. ^ 52 ^ 



TALK No. 19 

How the Non-Graduate 
Views the University 

AMONG the many letters I 
-lX have received as a result of 
these informal talks is one that 
warms my heart especially, be- 
cause it shows so plainly the loy- 
alty of our non-graduates. 

Non-graduates, of course, are 
of various kinds. Some are men 
who hoped to receive a degree, 
but who, for various reasons — 
sometimes their own fault — 
failed to complete their courses. 
Such men are often among the 
warmest friends and heartiest 
supporters of the university, per- 
haps because they have learned 
to appreciate the value of what 
they missed. 

But the man I refer to is of 
another kind. He represents the 
large number of men who come 
to New York University — espe- 
cially in the School of Commerce 
— in order to supplement their 
previous education with special- 
ized training in some one field, 
and do not plan to obtain a de- 
gree. 

[53] 



This man's letter reads in part 
as follows: 

*'When I was 25 years old I 
enrolled in the School of Com- 
merce on Washington Square as 
a special student of accounting 
and kindred subjects. Up to that 
time it was rather difficult for 
me to make any headway. I was 
handicapped by my lack of edu- 
cation. From the first evening 
I attended a class I was changed. 

"To make a long story short, 
when my opportunity came, 
which was shortly after I left 
New York University, the knowl- 
edge I had acquired enabled me 
to grasp it. How well I have 
succeeded is clearly exemplified 
in an article which appeared in 
Forbes Magazine, of which I am 
pleased to send you a copy." 

The letter was accompanied by 
a substantial check, about which 
he says: 

"I wish I could send you a 
check for a thousand times as 
much, because I realize that I 
owe a great deal to the Univer- 
sity, and any amount I might 
send you would hardly express 
my appreciation and gratitude." 

New York University is proud 
of men like this. According to 
the testimony of our professors, 
they are frequently among the 
most alert and responsive of all 
students. They appreciate keen- 
ly the value of university train- 
ing because their business ex- 
[54] 



perience has shown the handi- 
caps imposed by lack of it. They 
bring to their studies the ripened 
maturity of experience and the 
eagerness of a conscious need. 

Perhaps the most gratifying 
fact is that these men, although 
not technically classed as gradu- 
ates, often have in marked de- 
gree the enthusiasm and loyalty 
for New York University that 
are characteristic of our alumni 
body. May we have more stu- 
dents like the writer of this let- 
ter and may we be able to help 
them as we have helped him. 



[ 55 ] 



TALK No. 20 

Art and Letters 
at 
New York University 

HALF a century or more ago 
the old University Build- 
ing on Washington Square was 
an art cpnter. In its quaint 
Gothic alcoves were the studios 
of many artists and critics. 

In the present building, of 
more practical architecture, the 
studios have given way to class- 
rooms, and these are so well 
known for instruction in com- 
merce, law, and the sciences that 
few people are aware of the place 
that is still retained for art and 
literature. Yet the fact is that 
today, more than ever before, 
New York University is foster- 
ing creative work in a variety of 
artistic fields. 

Here today the editor of a 
leading literary monthly comes 
to discuss modern literature ; the 
dramatic editor of a great met- 
ropolitan daily conducts a class 
in Principles of Dramatic Criti- 
cism; the president of a well- 
known art school lectures on the 
Language and Principles of Art. 
[56] 



The undergraduate interest in 
dramatics has in the past two 
years shown itself in the public 
presentation of modern plays. A 
systematic study of dramatic art 
forms a part of the elective 
courses in the college curriculum. 

For some years past students 
of journalism have found prac- 
tical opportunities in magazine 
writing, including verse, short 
stories, and reviews. A contem- 
porary critic of short stories re- 
cently awarded first place to the 
work of a New York University 
student and dedicated his vol- 
ume, in which he attempted to 
include the best short stories of 
the year, to this same man. 

Recently a Hall of Remem- 
brance for American Artists was 
inaugurated in connection with 
the Gould Memorial Library at 
University Heights. Here, in an 
impressive architectural setting, 
close to the Hall of Fame, a place 
is set apart to commemorate the 
work of American painters, sculp- 
tors, and architects. Three busts 
of great artists are already in 
place, and others are in course of 
preparation, while a great pair of 
bronze doors of unusual beauty 
and symbolic significance, have 
been placed at the entrance in 
[57] 



memory of the architect of the 
building. 

By these and many other 
means. New York University is 
keeping alive the tradition of art 
and letters which centered in the 
old building on Washington 
Square. It is making its con- 
tribution toward that higher 
union of beauty in art with 
economic prosperity which is re- 
quisite if a world-center of com- 
merce is to be a world-center of 
civilization. 



[58] 



TALK No. 21 

Finding Friends 

THIRTY years ago at New 
York University the students 
founded a Dramatic Society and 
it has functioned successfully 
since then. 

To organize this work at its 
inception the undergraduates 
sought the services of a young 
actor, then seventeen years of 
age. He had about determined 
to leave the stage and study Law. 
He trained our students for this 
jfirst performance, which, by the 
way, was the first one he had 
ever coached. The production 
was so successful that it gave 
this young director a new vision 
— to become a producer of plays 
— plays that were worth while. 
Many years of success with the 
professional stage have brought 
him fame and fortune. 

Recently he invited one of our 
Alumni Committee to call and, 
opening the drawer of his desk, 
he drew out a handful of clip- 
pings. It was a batch of these 
informal talks which he had read 
and saved. They had recalled to 
him his early connection with 
New York University. 
[59] 



The outcome was that I soon 
had the pleasure of meeting him 
personally. He told me that he 
owed his success to New York 
University, for our Dramatic So- 
ciety had given him his first op- 
portunity to try his hand at pro- 
ducing plays. He had come to 
us with an offer of help. That 
offer has been gratefully ac- 
cepted. 

The gentleman I refer to is 
Mr. John Golden, who has pro- 
duced "Lightnin'," "Turn to the 
Right," "Three Wise Fools," 
"Dear Me," "The First Year," 
"Thank-U" and other wholesome 
and successful plays. His offer 
is to have the student members 
of the University's Dramatic So- 
ciety interpret one of his thea- 
trical productions in the theatre 
now used for its regular profes- 
sional performance. 

Paying all the expenses him- 
self, Mr. Golden has taken our 
students under the wing of his 
professional organization, and on 
the afternoon of Monday, Feb- 
ruary 6th, next, at the Long- 
acre Theatre, the public will have 
the opportunity for the first time, 
I think, in the history of the 
American stage, of comparing a 
professional performance — in 
[ 60 ] 



this case, "Thank-U"— with the 
amateur interpretation by a group 
of university students. The en- 
tire receipts from this special 
performance will go to the Uni- 
versity's Endowment Fund. 

The present University admin- 
istration did not know of Mr. 
Golden's former work with our 
Dramatic Society. After this 
meeting, we looked up the old 
University records showing his 
connection with us a generation 
ago. 

We welcome him back to our 
University family, not as a re- 
turning prodigal, but as a long- 
lost brother. The renewing of 
this old friendship is one of the 
delightful results of my little 
series of informal talks. 



[61] 



TALK No. n 

Intercollegiate 
Comity 

YEARS ago the universities 
and colleges of this country 
cherished a keen rivalry in their 
efforts to build up their respec- 
tive institutions. 

What a contrast we find in the 
situation today ! Recognition of 
their common purposes has led 
to an attitude of co-operation and 
mutual appreciation among edu- 
cational institutions. The pro- 
vincial spirit of self aggrandize- 
ment has largely passed. 

The breaking down of these 
provincialisms has been especial- 
ly noticeable since the war. 

Many universities and colleges 
in this country have joined in ef- 
forts for increased endowment in 
order that our educational insti- 
tutions may be put on a firmer 
foundation. Although most of 
these institutions of higher learn- 
ing are privately managed, they 
are conducted for a public ser- 
vice and it is this service that 
they are seeking to better. 

The other day one of our 
alumni approached a citizen of 
[62] 



New York — a man of affairs-r- 
and asked him to render some 
financial help to our great Uni- 
versity. He said, "Why should 
I give to New York University? 
I attended another university 
and have already given to my 
Alma Mater." He asked the very 
questions his visitor had hoped 
to receive. 

He was told that graduates of 
Amherst, Brown, University of 
Chicago, Columbia, Cornell, Har- 
vard, Johns Hopkins, Massa- 
chusetts Institute of Technology, 
Ohio State, Princeton, Univer- 
sity of Pennsylvania, Rutgers, 
Swarthmore, University of Vir- 
ginia, and Yale had already con- 
tributed to the Endowment Fund 
of New York University. Pres- 
ently the name of his university 
was added to the list. 

Doubtless there are many other 
university graduates like him 
who have not yet realized — or 
are only beginning to realize — 
the fact that competition be- 
tween universities has largely 
disappeared — that in the great 
work of national education, in- 
tercollegiate comity and co-oper- 
ation is the watchword of the 
hour. 

[63] 



TALK No. 23 

Two Voices 
of Democracy 

NEW YORK UNIVERSITY 
listens constantly to two 
Voices. The first is the voice of 
the community reciting these ur- 
gent needs: 

We need men trained to or- 
ganize industry! 

We need men to direct the 
building of railroads and factor- 
ies! 

We need men to tell us the 
costs of production; the costs of 
selling! 

We need men to keep us in 
physical health! 

We need teachers! 

We need reporters and editors! 

We need, most of all, men of 
character who have been taught 
to think! 

The second Voice is that of 
the young man and the young 
woman. They come to the Uni- 
versity, saying: 

I want to write! 
I want to teach! 
I want to be a banker! 
I want to be a civil engineer! 
I want to be a lawyer! . 
I want to plan and build! 
I want to play my part as a 
citizen ! 

[64 J 



New York University has re- 
sponded to these two Voices to 
the limit of her ability. That she 
has not done more toward the 
supply of these needs is due to 
the inadequacy of her resources. 
The student is doing his share 
and more. He is supplying more 
than half the cost of his educa- 
tion. 

Who benefits most from uni- 
versity training — the student or 
the community? As a leading at- 
torney of this city declared not 
long ago, "The University asks 
no more of the Community than 
the Community asks of the Uni- 
versity." 



[65] 



TALK No. 24 

University Thrift 

aS we are about to celebrate 
-/jL the 216th anniversary of 
Benjamin Franklin's birthday 
and the opening of National 
Thrift Week, I cannot refrain 
from expressing some of the 
thoughts on thrift that have long 
been stirring in my mind. 

To University executives, 
thrift is not merely a virtue but 
a dire necessity. Throughout 
the year I have to face the 
almost hopeless problem of bal- 
ancing the expense that attends 
the proper education of our 13,- 
000 students with the revenues 
from our endowment funds and 
tuition fees. Every proposed ex- 
penditure has to be subjected to 
searching scrutiny and has to be 
justified on the grounds of its 
vital service before it can be ap- 
proved. 

But the question of thrift has 
another side of the utmost inter- 
est to the community to which 
we look for funds to carry on our 
work. We ask our well-to-do 
citizens to invest a portion of 
their savings with us. Are we 
justified in this appeal? 
[66] 



Every business man recognizes 
the fact that savings from pres- 
ent production ought to be in- 
vested in channels that shall lead 
to future production. The pres- 
ent difficulties of readjustment 
are largely due to the fact that so 
great a portion of the world's 
past savings has been diverted to 
the non-productive and destruc- 
tive channels of war, and not only 
past savings but borrowings from 
the future. 

Our chief remedy for this con- 
dition is that present savings, so 
far as possible, shall be wisely 
and productively invested. But 
men are the chief agency in pro- 
duction. Men are the preferred 
investment. And the more highly 
trained to directive and creative 
leadership, the more productive 
will they be. 

The number of men available 
to do the work of this generation 
has been fixed by the interplay 
of birth and death. The supreme 
thrift then is the heightening and 
brightening of that man-power of 
which a limited allotment has 
fallen to the age in which we 
live. Men of wide outlook are 
well aware that this cannot be a 
private or individual affair. It is 
a public affair, a common and 
community interest. 
[67] 



I am content that the man 
whose personal thrift has given 
him funds for investment shall 
ask whether, in the long run, 
there is any more productive in- 
vestment to be found than that 
in an institution of which the 
sole purpose is the breeding 
of human efficiency and human 
character. 



[68] 



TALK No. 25 

University Athletics 

UNIVERSITY athletics are a 
perennial center of contro- 
versy among those interested in 
education. Everyone concedes 
the right of athletics to occupy 
an important place among under- 
graduate activities ; the difficulty 
is to keep them in their proper 
relationship to other activities. 

I enjoy watching our intercol- 
legiate contests in football, base- 
ball, basketball, and track. I have 
shared with our students the 
pride of victory and the regret 
of defeat. 

Undergraduate athletics, as I 
see them, are for the undergrad- 
uate a healthy and valuable rec- 
reation ; for the graduate a means 
of maintaining his connection 
with his Alma Mater; for the 
University as a whole a means of 
coming in closer contact with 
other institutions on the basis of 
friendly rivalry. 

There is always a danger, of 
course, that the student's mind 
may be occupied by play activi- 
ties to the detriment of his 
scholarship ; that the fine loyalty 
[69] 



of the Alumni may degenerate 
into a barren demand for victor- 
ies; that contests betv/een rival 
institutions may breed the bitter- 
ness of hostility instead of the 
friendship of better understand- 
ing. 

These dangers can be avoided. 
The fact must be borne in mind 
that public intercollegiate con- 
tests are only a means to an end 
and not an end in themselves. 
General undergraduate partici- 
pation is the goal to strive for 
and not the super-development 
of a mere handful of men. Inter- 
collegiate contests when viewed 
in the right perspective are a 
stimulus to the athletic partici- 
pation of every student. 

After all, the University has 
the responsibility of providing 
opportunity and methods where- 
by every student may attain not 
only the physical, but also the 
mental and moral, development 
which athletics can contribute. 

This means not three or four 
tennis courts for thousands of 
undergraduates, but dozens of 
them ; not a remodelled barn for 
a gymnasium, but a large mod- 
ern structure with space for every 
form of worth-while physical 
[70] 



training, as well as playground 
facilities for all students. 

I am heartily glad that Colum- 
bia is to have the great athletic 
equipment for which she has 
waited long and patiently. 

It is my hope that within the 
next few years all these facilities 
which New York University so 
urgently needs may be provided, 
so that no student may be denied 
the opportunity for the proper 
schooling of his body, as well as 
of his mind. 



[71] 



TALK No. 26 

A Few Questions for 
the Business Man 

I HAVE just been looking over 
some of the examination 
papers that have been answered 
by our students in the School of 
Commerce within the past few 
days. I wish every business exec- 
utive in the city could likewise 
have an opportunity of seeing 
them. He would be amazed, as 
I have been, by their range and 
practical quality. 

Space here will permit me to 
quote only a few sample ques- 
tions : 

Do you regard Federal Land 
Bank bonds as affording a better 
investment opportunity than the 
Liberty bonds? Why? 

What are the earmarks of a 
fraudulent prospectus? 

What disadvantages have 
Southern cotton mills in the mar- 
keting of their product in com- 
petition with Northern mills? 

State in general when silence 
is sufficient to constitute [legal] 
acceptance of an offer. State the 
requisite elements of considera- 
tion. Define legal duty and give 
two illustrations of it. 

Outline the steps to be fol- 
lowed in preparing a stop-loss 

[72] 



chart, which shows the approxi- 
mate selling price to be set in 
order that a manager may at 
least cover his costs. 

In type composition [of an ad- 
vertisement] what is the best 
method for emphasis? 

Outline the different yard-sticks 
used to measure the news value 
of a story. 

On what does the amount of 
rent paid depend? The store- 
keeper on an out-of-the-way 
street argues that he can sell 
cheaply because his rent is low. 
Discuss. 

Describe and appraise the 
British government's program 
for the relief of unemployment. 

Assume that you are given the 
responsibility for outlining an 
ideal currency system for France. 
State and defend the essential 
features of the plan you would 
propose. 

Do you favor or oppose the 
Fordney proposal of American 
valuations of imports? Why? 

Explain the way in which busi- 
ness in the United States would 
be affected if we should receive 
payments on the principal and 
interests of the interallied debt 
at the rate of $1,000,000,000, a 
year. 

These few questions, of course, 
can give only an inkling of the 
extent and depth of the informa- 
tion on which these students are 
tested. They were taken from a 
score of papers only, out of the 
[73] 



total of 285 examinations given 
during this period. 

They indicate, however — and 
to me this is the most satisfying 
fact of all — that our work of 
training the business men of the 
future is directed less toward the 
acquisition of knowledge than 
toward the development of abil- 
ity to apply that knowledge. 
Some of the questions, too long 
to quote here, reveal this truth 
in no uncertain terms. 

Business executives with whom 
I have talked tell me that busi- 
ness of the future needs creative 
thinkers. These questions seem 
to indicate that education in our 
School of Commerce is proceed- 
ing along the right lines. 



[74] 



TALK No. 27 

Moral Leadership 

I SHOULD like to say a few 
words, and not too many, 
about the moral aspect of Uni- 
versity life. I am aware that 
when righteousness becomes vo- 
ciferous it becomes a little dulled, 
and when it brags about itself it 
ceases to be righteous. 

Nevertheless, we cannot forget 
that righteousness is our chief 
concern, in college as out of col- 
lege. Here, as elsewhere, it is 
to be approached both by direc- 
tion and by indirection. Consider 
for a moment some of these ap- 
proaches : 

To awaken the sense of re- 
sponsibility for coherent think- 
ing, one of the first aims of col- 
lege teaching, unquestionably 
has a moral significance. 

To arouse an interest in the 
search for truth, regardless of 
personal considerations, is a 
moral achievement. In some lives 
it means a moral revolution. 

To cultivate taste and dis- 
crimination — in art and letters, 
in manners, in hero-worship, in 
satire — is to assure at least a by- 
[75] 



product in morals, a generous 
by-produpt in many lives. 

To hold fast the conviction 
that spiritual values are supreme, 
even in a material world and in 
a materialistic age, is to gain a 
moral victory ; and to render this 
conviction prevalent all through 
a great company of young men 
and women — is not that of the 
very essence of university teach- 
ing? 

Students themselves make the 
moral atmosphere of student life. 
Some of the best things I have 
found in New York University 
are undergraduate ideals, which 
spring in part from undergradu- 
ate life itself and in part from 
the maturer ideals of the stu- 
dents of other days. 

A college is a fellowship of 
young life with a little leisure 
for the interplay of mind upon 
mind before the task-work of life 
shall begin. Let this fellowship 
be soundly democratic in that it 
shall welcome the best without 
regard to wealth or pedigree, and 
let a few great teachers take their 
part in its interchange of thought 
and aspiration, and the results 
will reach to the ends of the 
earth. 

[76] 



In such an environment college 
spirit comes to its best, and the 
allegiance of alumni to their 
Alma Mater rises into service of 
the Nation and of humanity. 



[77] 



TALK No. 28 

And Now — 

A School of Retailing 

TWENTY-TWO years ago a 
committee of the New York 
State Society of Certified Public 
Accountants called on my hon- 
ored predecessor, Dr. Henry M. 
MacCracken, and asked his co- 
operation in establishing a school 
to train men for the accounting 
profession. He consented. Our 
present School of Commerce, Ac- 
counts, and Finance is the out- 
growth of this pioneer co-opera- 
tion between business men and 
the University. 

No one then foresaw the tre- 
mendous development the School 
would have. From that small be- 
ginning, with its little handful of 
students specializing in account- 
ancy, it has grown and widened 
its scope until it is today the 
largest professional school of 
university grade in the country. 

Its 6000 students still include 
many preparing for accountancy, 
but a large proportion are now 
specializing in advertising, man- 
agement, finance, journalism, and 
[78] 



a variety of other business fields. 
From it has sprung a Graduate 
School of Business Administra- 
tion for the advanced training of 
college graduates. 

I am reminded of this history 
by the addition to our family of 
still another school, now three 
years old, the School of Retail- 
ing. This has come about 
through the co-operation of busi- 
ness men, representing the de- 
partment stores and other retail 
establishments of this city. 
Twenty-one of these great stores 
in and near New York have now 
made this direct connection with 
the University. 

During the present year thirty- 
seven college graduates, repre- 
senting the University of Wis- 
consin, Colgate, Smith, the Uni- 
versity of Michigan, and other 
American colleges and universi- 
ties, are each morning pursuing 
their studies in retailing in our 
classrooms, and in the afternoon 
of the same day are receiving 
practical experience in the vari- 
ous operations of the stores 
themselves. 

The dovetailing of theory and 

practice is finely exemplified 

here. An experienced "Co-ordi- 

nator" links together the stu- 

[79] 



dents' experience in the store and 
the teaching of the classroom. 

Through this unique training 
the stores will be able to recruit 
men and women of outstanding 
character and ability to aid in 
the efficient performance of the 
essential processes of retailing. 
No one can predict the future 
history of this new school, but 
we may feel confident that it 
will become another of the influ- 
ential ways in which New York 
University is contributing to the 
growth and progress of the City 
of New York, as well as the 
whole country. 



180 1 



TALK No. 29 

From the Shoulder 
-STRAIGHT! 

THERE'S a reason for this 
service talk — an immediate 
reason. 

In order to meet the condi- 
tions attached to a $350,000 sub- 
scription of the General Educa- 
tion Board, New York Univer- 
sity must raise $800,000 in new 
subscriptions before the end of 
March. We are appealing to the 
community which the University 
serves to give us this sum, either 
in cash or in Liberty bonds or in 
subscriptions payable over a 
term of two and one-half years. 

Every university, like every 
large business, comes now and 
then to a time when it must 
cross an obstructing bar before 
it can reach clear sailing on the 
high seas. It is such a bar that 
we must cross within the next 
ten weeks. 

This modest increase of en- 
dowment will not end the finan- 
cial need of the University. We 
have here a growing institution : 
it has present needs in many di- 
rections, and besides it is plan- 
[81] 



ning far greater things for the 
future. But until this sum is se- 
cured we shall be bound in shal- 
lows, though not in miseries. 

Our loyal alumni are doing 
their part. But it takes a hun- 
dred years, according to compe- 
tent estimates, to develop a body 
of alumni strong enough to meet 
the financial needs of their Uni- 
versity. New York University is 
ninety years old, but its great 
growth has been within the past 
fifteen years. The most of our 
graduates ^are young. A large 
proportion of them have already 
become contributors to their 
Alma Mater and the number is 
increasing daily, but they need 
substantial help from those who 
can contribute more largely. 
They are freely giving all the 
time they can spare from their 
private business to obtaining 
such help. 

But in our experience some of 
the largest gifts to the Univer- 
sity, as well as many smaller 
gifts, have come without personal 
appeal. It is our hope that 
friends — old and new — will help 
us without waiting for a personal 
invitation. 

Do you find that we have pre- 
sented a good case? 
[82] 



If we have, I am sure you will 
help us now. 

My colleagues have called this 
a talk straight from the shoulder. 
I should rather say it is straight 
from the heart. 



[83] 



TALK No. 30 

Your Share In 

New York University 

IN my service talks I have tried 
to give some conception of 
the wealth of service New York 
University is rendering to the 
community. If occasionally I 
have referred to our financial 
needs, it is because these alone 
limit our ability to serve more 
largely. 

Last Friday I referred to our 
need of $800,000. We must se- 
cure this by the end of March. 
We are asking you as a citizen 
of New York to subscribe a part 
of it. 

We ask you to consider this as 
an investment that will pay 
dividends. 

The dividends are men — young 
men and women trained in mind 
and in character for better, ser- 
vice. They include doctors, 
lawyers, teachers, clergymen, 
engineers, business men — young 
men and women trained for 
nearly every field of endeavor 
that requires the higher grades 
of intelligence, knowledge, and 
ideals. 

[84] 



Our guarantee is our record 
for the past quarter century. 
Here is that record in figures : 

Graduates— 13,138. 

(In addition, an even greater 
number have received part of 
their training with us.) 

Cost— $13,770,242.54. 

(Operating expenses.) 
Share borne by the public — 
$1,298,348.01. 

(The income from our perma- 
nent endowment during this 
period.) 

From this it appears that the 
public at large has borne less 
than one-tenth of the cost of the 
training that New York Univer- 
sity has supplied. And cold fig- 
ures cannot measure the service 
to the public that has resulted 
from this training. 

Of this we may be sure : If the 
training has been a profitable in- 
vestment for the student who 
has paid the larger share of its 
cost, then the community has 
reaped a far richer reward for 
its smaller share in the invest- 
ment. 

Since I cannot call upon you 
personally, I ask you to regard 
this as a personal invitation to 
subscribe such a part of the 
$800,000 as your judgment dic- 
tates and your means permit. 
[85] 



Effect on Others 

DEPARTMENT OF SURVEYS 

AND EXHIBITS 

Russell Sage Foundation 

130 East 22d Street 

New York City 

December 17, 1921. 

N. Y. University Endowment Fund, 
512 Fifth Avenue, 

Gentlemen; 

In connection with our study of 
educational publicity we would great- 
ly appreciate copies of the series of 
advertisements appearing in New 
York dailies. 

We would also value copy of any 

memoranda outlining the plan and its 

purpose, as well as any data as to the 

newspapers selected, the cost, etc. 

(Signed) E. G. ROUTZAHN. 

Associate Director. 



Royal Bank Bldg., 
Toronto, Canada. 

Dec. 30, 1921. 

Dr. E. E. Brown, 

Chancellor, New York University, 

New York City. 

Dear Dr. Brown: — 

I have been greatly interested in 
your informal talks appearing in the 
New York press as I am a member 
of the Board of Governors of Mc- 
Master University, and because of a 
financial campaign which is in con- 
templation I would greatly like to 
have a set of them in pamphlet form. 
(Signed) S. J. MOORE 
[86] 



VASSAR COLLEGE 
Poughkeepsie, N. Y. 

President's Office. 

February 16, 1922. 

To the Endowment Fund Committee, 

New York University, 

512 Fifth Ave., New York City. 

Gentlemen : 

As an alumnus of New York Uni- 
versity and as one familiar with 
methods of university publicity, I 
want to express my appreciation of 
the splendid work now being done by 
Chancellor Brown in his informal 
talks now being published in the New 
York newspapers. 

These have seemed to me the finest 
statements of the university aims and 
ideals that have ever been made to 
the American public, in language 
simple enough for people to under- 
stand it. The method is so honest, 
so frank, so open, and without any 
intrusion upon the editorial sanctum 
or the disguised news items, that I 
am sure it will eventually have great 
influence on the business men of New 
York who appreciate honorable deal- 
ings on the part of universities as 
well as in business concerns. The 
ethics of the advertising column is a 
subject of the greatest interest and 
importance. 

I want to express my admiration 
of the university and of the Chancel- 
lor, who are brave enough to revolu- 
tionize the ordinary conception of 
advertising by going directly to the 
advertising column for their forum 
of appeal. It is fortunate for the uni- 
versity whose Chancellor is an edu- 
cational expert and who, out of his 
experience, can lay before the people 

[87] 



of New York a conception of a 
metropolitan university serving the 
city wherever education can improve 
the city's life. 

(Signed) H. N. MacCRACKEN. 



APPEAL DIRECTOR'S OFFICE 
UNIVERSITY OF BRISTOL 

Bristol, England 

January 5, 1922. 

N. Y. University Endowment Fund, 
512 Fifth Avenue, 
New York City. 

Gentlemen : 

I was much interested in reading 
the articles in New York papers re- 
garding the Campaign you are con- 
ducting on behalf of your University. 

I should feel very much indebted to 
you if you would be good enough to 
give instructions for me to be sup- 
plied with prints of all advertisements 
and literature that you have already 
issued or that you may issue from 
time to time in connection with your 
Appeal. I shall be most happy to re- 
ciprocate by forwarding you any mat- 
ter that I issue should you care to 
receive it. 

(Signed) A. F. SHEPHERD 

Appeal Director 



[88] 



J 



Reprint from Editorial Page, 
"New York Times," Dec. 15, 1921. 

SOBER 'DRIVING' FOR FUNDS 



Congratulates Chancellor Brown of 
New York University. 

To the Editor of New York Times: 
Permit one who has had much to 
do with raising funds for worthy pur- 
poses to congratulate Chancellor 
Brown of New York University upon 
the course he is following in making 
the appeal for endowment on the 
merits of the case. We have been 
having a surfeit of bizarre publicity 
concerning educational institutions in 
the effort to secure attention at al- 
most any cost, and it is refreshing 
and consoling to find presented an 
appeal to reason and good judgment 
instead of "stunts" that have little or 
no relation to the cause involved and, 
indeed, artificial press notices. I re- 
fer to the occasional and very in- 
forming half columns concerning 
New York University over the signa- 
ture of Chancellor Brown. 

It is sufficiently disappointing to 
encounter the doubtful methods 
sometimes adopted to obtain finan- 
cial suport for some commendable 
causes, but we look to colleges and 
universities to set a high standard. A 
financial campaign in the interest of 
any organization should be educa- 
tional and constructive as well as ef- 
ficient and economical in manage- 
ment. Too often there is much blat- 
ant trumpeting in advance, absence 
of intelligent control during the so- 
liciting, and little or no accounting 
to the public concerning the result 
and disposition of funds. 

At the present time there is in 
progress in Greater New York a lot- 

[89] 



tery in the interest of a hospital and 
it is camouflaged under the name of 
"drive." The necessity of an account- 
ing through the press after the close 
of the canvass would eliminate many 
of these movements that are a dis- 
credit to the community. 

It is only fair to state that the 
writer has never met Chancellor 
Brown and has no more interest in 
New York University than has any 
other citizen. 

R. A. CASSIDY. 

New York, Dec. 14, 1921. 



SOUTHWESTERN 

PRESBYTERIAN UNIVERSITY 

Clarksville, Tenn. 

Office of the President 

January 30, 1922. 

N. Y. University Endowment Fund, 
512 Fifth Avenue, 
New York City. 

Gentlemen : 

These little talks of Chancellor 
Brown are so excellent that I would 
like very much to have the whole 
series. It may be that you are plan- 
ning to publish them in book form. 
If so, I will gladly purchase a copy 
as soon as I can. If you are not pub- 
lishing them, and if it were possible 
for me to get a copy of the entire 
series, I would be very grateful if you 
will tell me how this can be done. 

(Signed) CHAS. E. DIEHL. 



[90] 



UNIVERSITY OF PITTSBURGH 

Office of the Chancellor 

December 28, 1921. 

Chancellor Elmer E. Brown, 
New York University, 
New York City. 

Dear Chancellor Brown: — 

I have read with great interest the 
series of advertisements concerning 
New York University, appearing in 
the New York papers. Would you be 
kind enough to send me a complete 
set of advertisements run up to the 
present time. They are most valu- 
able contributions, and I should like 
very much to have a complete record 
of them as a sample of what can be 
done. 

(Signed) J. STEELE GOW, 
Assistant to the Chancellor. 



AMERICAN BIBLE SOCIETY 

Bible House, Astor Place, 

New York 

January 13, 1922. 

N. Y. University Endowment Fund, 
512 Fifth Avenue, City. 

Gentlemen: 

I read in one of the New York 
papers your advertisement No. 23 
signed by Chancellor Brown. I would 
be very glad if I might have a com- 
plete set of these advertisements. 

(Signed) FRANK H. MANN, 

General Secretary 



[91] 



THE UPSON COMPANY 

Fiber Board Authorities 

Lockport, New York 

December 31, 1921. 

N. Y. University Endowment Fund, 
512 Fifth Avenue, 
New York City. 

Greeting: 

I have read some of the very inter- 
esting advertisements which you have 
been running in the New York news- 
papers, and wish to congratulate you 
upon the excellent information given 
and the original way in which they 
are written. 

Although I am not a graduate of 
New York University, I believe these 
talks should be of great value to all 
University people, and I am so inter- 
ested in them, that I would appreciate 
knowing where I could get a full 
series of these informal talks. 

(Signed) CHARLES A. UPSON, 
President. 



[92] 



I 



(VbAILY. • 



[The Waiting Line 



J. LIBRARY OF CONGRESS 



,« V/ >•<« '« leaving tny office I'M:. ,, . 

' »>:; Univ«.:t» Baadine -t g^J^: 

Wathington Squirt. It *'»* kjo «v 

hne .{ young men ar»d woomU,^^ 
that extended along Vhe iid«- Y ^^ 
walk for more thin half a block. 
Now the line halted: now it 
moved tcward the entrance, 
wher« three e«pre»« cl«vat«ra 
were buiy carrying the atvdanta 
to the lecture room atwve. The 
line aeemed never wr dimimah. 
for new figure* hurryinc down 
the atrect »dd«d*th«m«elve« U» 




i end." 

The aight wat not new to me. 
But on this particular erening 
1 could not help thinking that 
thiawaa one of the nw*t inter- 
esting and amazing acenea in 
our great dty. For here were 
literally thouaand* of aicbuiaua 
young men and women of New 
York, tired afwr thair da^a 
work, foregoing the varioua 
pleaaurea of the ctealag.. All 

*^ . I.. :.:_- •>. K«i>4<t »S»tr 



h*& 



028 334 274 8 | 



ofth«Ci;_ _ ____- ,,~r-^^Trnnw 

pt aupfilied in 
trJlKont of c 
tooPJm it needs e«( 
more c*n in«icrn-< 
duitry,; 
id*i\i«tely 
«<rutive», ( 
phy^Kiana, 
t*»cher*— h«i 
Mirk Hopkina 
cquipcneflt of b«*e k 



Neur Vofk University 

Moral Leadership 

. ahould like to aay « few worda. 
and tfit too niany, •!»« th« 
moral ^pcct of Univ^fcraity life- 
I am aware that when righteoua- 
ncM become* vociferowa it be- 
cc*rea a little dxUled, and when 
it braga about itaelf it 
h* rigbtearqa. 




patiently waiting to begte their 

evening't inatroction i» the Nevertheteaa, w» cannot for«et 

clasarooms of the UniYemt|f. 



A liBO lika thii before a the- 
atre at which a popular play 
wa* preaented would not have 
been aurprising. But the fact 
that thit lint fortna every nig't 
at the doora of an tnatitution of 
Itarniog ia worthy of notice. 

In that line. I knew, were 
college graduatea who wera 
carrying forward their educa- 
tion in tha acientific and pro- 
Mr. jfertional fielda; graduatea of 



>. New Yorli City high 
.choola aeeking a waining for 
businea*. and the induitriea. 
;a that line were eoroe of »he 
nO»t ambitioua young people »n 
New York — young men and 
women who were willing and 
eager to gi''* theft evening* in 
to aecurc a ■batter eduea- 



that rifhteouaneaa ia our chief 
concern, in college aa out »f 
college. Here, a* elaewhen:, 
tato be approiK^hed both t;^ di- 
by kndirectioti. 
Conaidcr for a roomeot aotoc of 
theae apptoatcfaea : 
To awaken the aetwe of reapoa- 
aibiUty for coherent thinking. 



Uurin^ «h« ten 
1 have fw:ted ** 
of a force of n* " 
and wpBten wr. 
jrirei^ of aotr >- 
fhouaand atud' 
tkey ha»e tv 
brought to mt 
5n< tuffSoent 
their work eflBc« 
But the produ^ 
ia,»r the ^*ngi^' 
rttarKter and ,* 
(tre imd to thr 
in a form that 
(inar«c claaare 
toriea. 



one of the Am aima of ocilege L^ • ,j^ ^j 
teaahin*. mM,ue.tio«.b^y b« -fc^^^w 
mnral aianiflcaDCe. Ir^^, 'rk_~ . 



moral aignifkaoce. 



fmuRity. Theae- dividi 



To arouae an Interaal inthelbe far targpr If ttie 
aeaieh for truth, regardleaa of [could real»»Pv a« k«< 
per»oqal conaideratioca, ii * * — ~"irf*nt muat 
moral achievethent. Ii» aonx 
ltv<>« it mcana • apn\ rcvotu- 
tiott. 



id on 
Feb.- 
,gacre 
•e the 
nae, I 
r the 
int • 
nlhia 
ama 
>UQ of 
entire 
per. 
Unl. 



minif 
r Mr. 

h our 
.thU 
»e*old 
ig hi* 



a our 
* re- 
I long- 



te 



ttaitit* 
owitry 
airy 
> their 



in the 
tion of 
ba* led 
leration 

among 

The 

aggran 



I atn TWt athamed to admit 
thai I uncovered my head in th« 
preaenee of thi* pro 
H«ra wa* indomitable cotrage- 
poaaifscd by member* of New 
York"* younger generation who 
refuae to be turned **ide from 
their pur'jait ot an education. 

Their courage gave ma new 
coiirage. I am going to tW fny 
■jc«t to help tham. 



Chancellor. 
New York University. 



And Now^ 

A School of Retailinn 

TWENTV-TWO 
a 1 



To cultivate taate «nd diacriml- 
natioo— ia art and letter*, 
mannera, in bero-wonhip, 
satir*;-4a to aa»ure at leatt a 
by-product in roorahi. a generpua 
by product in many bve*. 
To httVd faat the cecvtction* 
that apirttual vahie* are »uprea»e, 
even in a material world and 
in a materialUtic age, h to gain 
• roorai victoty. and t# remfci 

convietioa prmJent 
through a great cottpany 
young men and wotnea — ia 
that of the very eaaenc* x4 ( 
vcraity teaching? 
8tud«ita themactve* make the 
moral atmoapherc of student 
Ufe. Some of the be«t thin^ 1 
have found ia New York Urn- 
ver»ity are undergraduate 
ideate, . wbkh apring bi part 
from undergraduate life it*elf 
and in part frotp the Jnatortr 
ideal* of the atudenti of otbcr 
day*. 



ago 



^(^ pre*ident muat i 
fact th»t even a f-^ 
efectiveneaa i* w 
lie M compclhK* «» ' 
|MM tog e<juip««ent- 

ChaoceUor, 
IJcw Yock Univ 

Aasimilative 
Democrai 

THE capacity cf ou) 
»«r»ity bi" 
meat ta lirr. 
doe* not krer 
creaae of th* 
We had room 'or i-,- 
of thoae who aought 
to our CoUe«t« at 
Height* UfX Sr-c't^-'.i'-' 



r theK 
prcwOly 



_ comnUtiee of the New 
York Sute Society- o' Ortifikd 
Pub'ic Acrcuni«nt* called on 
my honor«d prrdecMJior. Dr. 
Henry M. MarCjnrVcn, and 
asked hi* cooperation in estab- 
lishlr* a achool to \rn"\ men 
for the accounting profe**ioo. 
He conaented. Our preaent 
Schco» of Commerce, Accountt 
and Fmanoe ia Ow outgrowth 
of thia pioneer cooperation be- 
tween boainca* mca and the 
Univeraity. 

No one then foresvw the trenwn- 
do»ia development tl»e School 
would have. From tlwt amal! 
beginning, with it* little handful 
of student* »peci*li»ing in ac- 
countancy, it ha* growrr-"»nd 
widened it* *oope until it i* to- 
day the largeet profenional achool 
of imivmity grade in the country. 

It* AOO<i studenu indutte *tnj 
many prtparin* for account- 
ancy, twt a lar<t proportion are 
now apecialiaing in adveniaing, 
management, finance, joumanam 
and a variety of other butinecs 
fiekJa. From it baa icrung « 
- - ' - Busittea* 



coUegt ta „ 
young Ufe with a Uttle teiaura 
for the interplay of^nind upon 
mind before the ta«k-work of 
life ahall begin. 1*1 thia Xel- 
low*hip be soundly democratic 
in that it shall Welcome the 
best without regard to wealth 
Of pedigree, and let, a few great 
teacher* take their part in iti 
interchange of tbocght and aa- 
piration. and the reaulta wiD^deala. 
reach to the end* of the earth. 



Fint' 
aU - 
jatiu' 
retfu 
adp-.i 

pror; 
«duc« 
benefit. 



In till* crisJ* bf civii 
dcnYocrati<r inst.tut 
aim il ate fore ^ 
mu»t not pC' 
assimilated b 
material* ui' 



In auch an environment coUete 
•pirit cocnc* to it* best, and the 
ailegUnce of alumni to their 
aroia atmter rise* into •ervice o( 
the Nation ajul of humanity. 

Chancellor 
New York Uniyeriity. 



Graduate School 



:av««t-:,\#i 4nr f^\* mAvmnr^A 



Bdievksg to thia. we «n 

perbap* for the 'ii-it \nz: 

Amfericaned^' 

of student* 

basi* of p«. 

»on»»- •' 

quM 



the 



University Thrift 

As we are about to celebrate the 
2l6ih anniversary ol Benjamin 
Franklin's birthday and ih« open- 
ing bf Nat.onaJ Thfift Week, I 
cannot retrain from expresaing 
some of the thought* on tRnft 
that have long been stirring in 



